3. That these individual tendencies and activities are organized and directed through the uses made of them in keeping up the co-operative living already spoken of; taking advantage of them to reproduce on the child’s plane the typical doings and occupations of the larger, maturer society into which he is finally to go forth; and that it is through production and creative use that valuable knowledge is secured and clinched. So far as these statements correctly represent Froebel’s educational philosophy, the School should be regarded as its exponent. An attempt is making to act upon them with as much faith and sincerity in their application to children of twelve as to children of four. This attempt, however, to assume what might be called the kindergarten attitude throughout the whole school makes necessary certain modifications of the work done in what is more technically known as the kindergarten period—that is, with the children between the ages of four and six. It is necessary only to state reasons for believing that in spite of the apparently radical character of some of them they are true to the spirit of Froebel. AS REGARDS PLAY AND GAMES Play is not to be identified with anything which the child externally does. It rather designates his mental attitude in its entirety and in its unity. It is the free play, the interplay, of all the child’s powers, thoughts, and physical movements, in embodying, in a satisfying form, his own images and interests. Negatively, it is freedom—from economic pressure—the necessities of getting a living and supporting others—and from the fixed responsibilities attaching to the special callings of the adult. Positively, it means that the supreme end of the child is fulness of growth—fulness of realization of his budding powers, a realization which continually carries him on from one plane to another.